...MY 1st Rollercoaster Click!,Click! As we walked into Michigan's Adventure we gave the workers our tickets and walked into the wet, colorful water park. I stared in awe at all the different rides and games around me. My mom, sister and I kept walking looking for a ride to go on. We continued walking while I was feeling a little queasy looking at all the different rides they had. I walked straight up to what looked like an old antique roller coaster made out of wood. I tipped my head up looking at the roller coaster which appeared to go on forever into the sky. “That one.” I said steadily. We got in the back of the line and I was a little nervous I was about to go on my first ever roller coaster. The coaster came back to where the line was at, and I was the next up.I saw the people waddling off very slowly. I sat in the two person wooden seat. I stared straight ahead at the wood rails with tiny metal bars underneath and a giant fake crack on the right wooden post. Straight ahead of us. I sat in fear on the rough black plastic seat that reflected the sun right above me....
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...MY 1st Rollercoaster Click!,Click! As we walked into michigan's adventure we gave the workers our tickets and walked into the wet, colorful water park. I stared in awe at all the different rides and games around me. My mom, sister and I kept walking looking for a ride to go on. We continued walking while I was feeling a little queasy looking at all the different rides they had. I walked straight up to what looked like an old antique roller coaster made out of wood. I tipped my head up looking at the roller coaster which appeared to go on forever into the sky. “That one!” I said steadily. We got in the back of the line and I was a little nervous I was about to go on my first ever roller coaster. The coaster came back the where the line was at, and I was the next up.I saw the people waddling off very slowly. I sat in the two person wooden seat. I stared straight ahead at the wood rails with tiny metal bars underneath and a giant fake crack on the right wooden post. straight ahead of us.I sat in fear on the rough black plastic seat that reflected the sun right above me....
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...MY 1st Rollercoaster Click!,Click! As we walked into Michigan's Adventure we gave the workers our tickets and walked into the wet, colorful water park. I stared in awe at all the different rides and games around me. My mom, sister and I kept walking looking for a ride to go on. We continued walking while I was feeling a little queasy looking at all the different rides they had. I walked straight up to what looked like an old antique roller coaster made out of wood. I tipped my head up looking at the roller coaster which appeared to go on forever into the sky. “That one.” I said steadily. We got in the back of the line and I was a little nervous I was about to go on my first ever roller coaster. The coaster came back to where the line was at, and I was the next up.I saw the people waddling off very slowly. I sat in the two person wooden seat. I stared straight ahead at the wood rails with tiny metal bars underneath and a giant fake crack on the right wooden post. Straight ahead of us. I sat in fear on the rough black plastic seat that reflected the sun right above me....
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...My First Roller Coaster I was standing in a huge line for the Raptor. I have never been on a twisting or looping roller coaster before. I was so nervous when I got to the front of the line. The next cart came by and everyone in it got off. I sat in the seat and I was so terrified I was shivering. The ride started moving, it just zoomed straight. The first thing off the straight line was a loop. I felt like I was going to slip out of the seat and break my neck. I didn’t though. Next up was a big drop. I was laughing so hard the whole way down the drop. Then we started twisting around. Then we were going so fast when we were going straight and we bounced in the air. We caught so much power in the air. It hurt really bad when we hit the track...
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... To MD. Habibur Rahman Lecturer, Faculty of Business Administration ASA University Bangladesh Subject: Submission of the Report on customer satisfaction of Shishu Mela Dear Sir, This is a great pleasure for us to submit the report on “Customer satisfaction on Shishu Mela” which is partial requirement of my BBA program. While preparing this report, we tried our best to follow the instructions that you have given us. The entire report is based on our research/survey in Shishu Mela. We have furnished all the things what we have got to know about the Shishu Mela. We shall be highly encouraged if you are kind enough to receive this report. Sincerely yours Muntasir mamun Faysal Bachelor of Business Administration (BBA) ASA UNIVERSITY BANGLADESH Acknowledgement At first we present our due regards to the Almighty, who have provided us the brilliant opportunity to make and complete this report successfully. We would also like to give our hearties thanks to who helped us in their busy working schedule to gather lots of useful information to prepare this report. Special thanks to our respondent who give their response to support my analysis part. We would also like to thank all the other people who have helped us during the process of making this report. Table of Contents Introduction……………………………………………………………… 6 Research Methodology………………………………………………….. 7 Objectives of the study………………………………………………….. 7...
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...on the LO in the context of learning and OL and in particular the theoretical tensions and dilemmas existing between these concepts. Management theorists have under-utilised the insights and practices from other disciplines such as sociology, philosophy and anthropology. As Burrell (1994) argues: Sooner or later organisation studies must enter an area where philosophy and social science meet. Organisation studies must also enter intellectual theory where the well-established French and German traditions of social theory meet. The author Deb Stewart is a Lecturer in the School of Management, Victoria University, Melbourne, Victoria, Australia. Keywords Learning organization, Organizational learning, Organizational change, Metaphor, Narratives Abstract Examines the theoretical and practical development of the concept of the learning organisation (LO). Some theorists...
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...their interrelation with life, society, and the environment.” Technology has maneuvered its way into the world’s simplest form of living, and has even presented itself in the genre of films writings as well. Today not only is technology used in the production of these films, but in many cases it has made itself part of the plot. Film writers have amplified, stretched, or even created many types of technology to draw their plot lines around, and the movie Baby Mama does just that. Baby Mama is a film that presents something as serious as reproduction and the technologies involved in that, and make it hilarious and understandable to your average audience. Baby mama is a romantic comedy film released in 2008. It was written and directed by first time director Michael McCullers, staring Tina Fey, Amy Poehler, and Greg Kinnear. The main character in the film is Tina Fey’s character, Kate. Kate is an intelligent single 37 year old woman who’s desperately looking to have a child. She attempts adoption but fails due to the fact that she is a single mother. She then picks a sperm donor and tries in-vitro fertilization nine times but does not manage to get pregnant; she finds out that her chances of conceiving a child is slim to none due to the unusual shape of her uterus. With the devastating news she decides to go through an agency for a surrogate mom. For $100,000 the agency finds a match name Angie (Amy Poehler). Angie is a working class high-school dropout. She’s similar to a child...
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...GIFTED MONTHLY The definitive guide to giftedness in the UK Dear reader, July is quite an exciting month for us as the staff at Gifted Monthly will be attending our first Gifted and Talented Termly Standing Conference in London. We are hoping this will provide a good opportunity to gain the help and support of Gifted & Talented Coordinators countrywide. We will also be able to find out what is new in the government pipeline for gifted education—if anything. Now the summer holidays are under way, it is an ideal time for parents to spend time with their children, and to work through any problems that may have arisen during the term. The sorts of problems you may be able to deal with will probably be behavioural or emotional. With young gifted children especially, it can be hard reconciling an advanced intellect with a child’s body and emotions. This discrepancy is often a cause of stress on a child, which can manifest itself in various ways. The article this month covers some of the issues involved with this. If anyone has a comment to add to this or any of our articles, please write to us or email. Clearly, a parent’s view is more valuable than anything we can suggest in this newsletter. Lastly, many of you will soon be coming up for your last issue within your subscription. For those who subscribed with us in June or July last year, I will be in touch with details. I hope this month finds you all well and happy. Until the next time, Happy holidays. The Editor 28 Wallis Close...
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...endured a lengthy rainy seasonin lune and July. Yet, after exploring alternativeoptions at some length (including other sitesin Asia), Disney decided to go ahead. Nevertheless,it insisted on a deal that left Oriental Land with virtually all of the risk. Instead of taking an ownership position in Tokyo Disneyland, Disney demanded royalties of I0 percent of the revenues from admissions and rides, and 5 percent of the receiptsfiom food, beverages,and souvenirs. Disney also asked for and more or less received artistic control of the park. Its partner, with its experience in developmer-rt projects in Tokyo, looked after the complex relationships with local planning and regulatory authorities, financing, and adjacent development. At first glance,Tokyo Disneyland seemsto be a close physical and social copy of Disneyland in Southern California, Disney's Imagineers were interested at the outset in adapting some of their attractions to the Japanese context-Samurai-land instead of Frontierland, for example. But their partner strongly resistedefforts to "localJapanese ize" Disneyland, and persuaded the Imagineers that what would best attract the Japanesewas a park that replicatedas closelyas...
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...Instructor’s Manual to Accompany The Longman Writer Rhetoric, Reader, Handbook Fifth Edition and The Longman Writer Rhetoric and Reader Fifth Edition Brief Edition Judith Nadell Linda McMeniman Rowan University John Langan Atlantic Cape Community College Prepared by: Eliza A. Comodromos Rutgers, The State University of New Jersey New York San Francisco Boston London Toronto Sydney Tokyo Singapore Madrid Mexico City Munich Paris Cape Town Hong Kong Montreal NOTE REGARDING WEBSITES AND PASSWORDS: If you need a password to access instructor supplements on a Longman book-specific website, please use the following information: Username: Password: awlbook adopt Senior Acquisitions Editor: Joseph Opiela Senior Supplements Editor: Donna Campion Electronic Page Makeup: Big Color Systems, Inc. Instructor’s Manual to accompany The Longman Writer: Rhetoric, Reader, Handbook, 5e and The Longman Writer: Rhetoric and Reader, Brief Edition, 5e, by Nadell/McMeniman/Langan and Comodromos Copyright ©2003 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. Please visit our website at: http://www.ablongman.com ISBN: 0-321-13157-6 1 2 3 4 5 6 7 8 9 10 - D O H - 05 04 03 02 CONTENTS ...
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...this publication may be reproduced or distributed in any form or means, or stored in a database or retrieval system, without the prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 936 Eastwind Drive Westerville, Ohio 43081 ISBN 0-02-818294-4 Printed in the United States of America 1 2 3 4 5 6 7 8 9 10 024 03 02 01 00 99 Contents Handbook of Definitions and Rules .........................1 Troubleshooter ........................................................21 Part 1 Grammar ......................................................45 Unit 1 Parts of Speech 1.1 Nouns: Singular, Plural, and Collective ....47 1.2 Nouns: Proper and Common; Concrete and Abstract.................................49 1.3 Pronouns: Personal and Possessive; Reflexive and Intensive...............................51 1.4 Pronouns: Interrogative and Relative; Demonstrative and Indefinite .....................53 1.5 Verbs: Action (Transitive/Intransitive) ......55 1.6 Verbs: Linking .............................................57 1.7 Verb Phrases ................................................59 1.8 Adjectives ....................................................61 1.9 Adverbs........................................................63 1.10 Prepositions.................................................69 1.11 Conjunctions: Coordinating, Correlative, and Subordinating; Interjections ................71 Unit 1 Review ..........................................................73 Cumulative...
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...consultation. …………………………… Contents Tables and Figures 2 Acknowledgements 3 Abstract 4 Preface 5 Introduction 13 Chapter 1 A Cultural Context 18 Chapter 2 An Autobiography 25 Chapter 3 Methodology 40 Chapter 4 The School's Action Research Cycles 89 Chapter 5 School Effectiveness and School Improvement 107 Chapter 6 Vignette 1 Alan Shelton a Teacher 'Par Excellence' 120 Chapter 7 Some More Vignettes 158 Chapter 8 A Personal Development Review 184 Chapter 9 The Circle is Completed 190 References 234 Vol 1.2 Appendices Appendix 1 An Historical Account of Development and Synergy of School Effectiveness and School Improvement 262 Appendix 2 Yr 11 Mentoring Report 286 Appendix 3 Soft Indicator Tool 291 Appendix 4 Raising Achievement Working Party 295 Appendix 5 My Personality as Seen by Others 300 Appendix 6 The History of My Teaching 306 Appendix...
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...DEATH OF A SALESMAN Study Guide for Teachers World-Class Theatre in the Heart of Vermont 703 Main Stre e t , W eston, V T 05161 www.westonplayhouse.o rg The Weston Playhouse Theatre Company The 2010 WPTC Teacher’s Workshop and the School Matinee and Touring Production is made possible in part by grants from: The Bay and Paul Foundations Mountain Room Foundation National Endowment for the Arts The Shubert Foundation The Vermont Country Store and The Orton Family Vermont Humanities Council and the National Endowment for the Humanities With additional contributions from: Black River Produce Berkshire Bank Clark’s Quality Foods Price Chopper’s Golub Foundation Ezra Jack Keats Foundation Okemo Mountain Resort Thrifty Attic …and an ever growing family of individuals who believe in the impact that the performing arts can have on its community. This Teachers Study Guide was compiled and edited by Rena Murman. Credit and thanks to the following theatres for materials used or referenced from study guides created for Death of a Salesman: Guthrie Theatre, Minneapolis, MN; Kennedy Center, Washington, DC; Lyric Theatre, London; Royal Lyceum Theatre Company, Edinburgh; Yale Repertory Theatre, New Haven, CT. © 2010 Weston Playhouse Theatre Company, a nonprofit 501(c)(3) educational and cultural institution. WPTC Performance Guides may be duplicated at no charge for educational purposes only. They may not be sold or used in other publications without the express written consent...
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...The Continuing Process of Parental Grief Also, sometimes a parent's love makes them unable to let go. I've seen so many parents put their needs above their infant's because they just can't bear to suffer the grief of losing a child. It's heartbreaking when you can see parents in total denial and you know that the end will come one way or another but they just can't accept it. I don't know if that's the case here or not, but it's certainly a possibility. Parental Grief The theme of parental mourning has been a universal one throughout the centuries. In the literature on bereavement, writers repeat certain themes, thoughts, and reflections; they talk of the powerful and often conflicting emotions involved in "the pain of grief and the spiral of mourning; [they refer to] the heartbreak at the heart of things...grief's contradictions"; they speak of parents devastated by grief (Moffat 1992, xxiii). It is frequently said that the grief of bereaved parents is the most intense grief known. When a child dies, parents feel that a part of them has died, that a vital and core part of them has been ripped away. Bereaved parents indeed do feel that the death of their child is "the ultimate deprivation" (Arnold and Gemma 1994, 40). The grief caused by their child's death is not only painful but profoundly disorienting-children are not supposed to die. These parents are forced to confront an extremely painful and stressful paradox; they are faced with a situation in which they must deal...
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...This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee. Saylor URL: http://www.saylor.org/books Saylor.org 1 Preface Writing is often a challenge. If you were ever challenged to express yourself via the written word, this book is for you. Writing for Success is a text that provides instruction in steps, builds writing, reading, and critical thinking, and combines comprehensive grammar review with an introduction to paragraph writing and composition. Beginning with the sentence and its essential elements, this book addresses each concept with clear, concise, and effective examples that are immediately reinforced with exercises and opportunities to demonstrate learning. Each chapter allows students to demonstrate mastery of the principles of quality writing. With its incremental approach, this book can address a range of writing levels and abilities, helping each student prepare for the next writing or university course. Constant reinforcement is provided through examples and exercises, and the text involves students in the learning process through reading, problem solving, practicing, listening, and experiencing the writing process. Each chapter also has integrated examples that unify the discussion and form a common, easy-tounderstand basis for discussion and exploration. This will put students at ease and allow for greater...
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